Archives for category: Standardized Testing
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In These Times: The New Orleans Privatization Experiment Failed

By dianeravitch
August 29, 2015 //
18

Writing in the progressive journal, “In These Times,” Colleen Kimmett reports the findings of a three-month investigation into the New Orleans school reforms. It is not pretty.

“Test scores, high or low, are only a piece of the story. In a three-month investigation, In These Times interviewed teachers, parents and students to find out how they feel about the charterization of public education in New Orleans.

Community members mourned the closures of public schools that had served as neighborhood hubs. Students at no-excuses charters described feeling like they were in prison, or bootcamp. Teachers felt demoralized, like they didn’t have a voice in the classroom. Parents complained about a lack of black teachers. In interview after interview, people said the same thing: The system doesn’t put children’s needs first.

As we know very well, the story of the New Orleans reforms is the central subject of data wars. Its advocates applaud it, without qualification, as a dramatic transformation of a low-performing district. Its critics punch holes in the data and say that there is more hype and spin than truth.

We may have to wait another ten years to get an unbiased account of what happened to the schools and the students.

Readers of this blog know that I am critical of the idea that schools will improve if you fire all the teachers and replace public schools with private management. This is a formula, in my view, not for education reform but for chaos and disruption, inflicted on schools by outsiders who have a plan and are certain that they know what’s best for other people’s children. When their plans don’t work, they never admit they made a mistake. That seems to be the mark of a reformer these days; never say “I was wrong.”

Categories Accountability, New Orleans, Standardized Testing

Connecticut Common Core Tests Results Are Out: No Surprise, Most Students Failed

By dianeravitch
August 28, 2015 //
58

The state of Connecticut finally released the results of the Common Core Smarter Balanced Assessment.

As expected, most students in Connecticut “failed.”

As I previously explained, the developers of the tests chose a passing mark that was designed to fail most students.

On the federal NAEP, Connecticut is one of the highest scoring states in the nation. Its failure rates were not as bad as in other states. But even so, a majority of students in every grade did not reach “proficient.”

Failure by design.

Time for parents in Connecticut to opt out in 2016.

Categories Common Core, Connecticut, Standardized Testing

New York Teacher Tells Lt. Governor that the State Tests are “Asinine”

By dianeravitch
August 27, 2015 //
40

Lt. Governor Kathy Hochul went to the New York State Fair and encountered a large group of educators wearing T-shirts saying “Call Out Cuomo Tour.” She sat down and had a public talk with Beth Chetney, a teacher of ninth grade English for 24 years in the Baldwinsville Central School District. Chetney tried to explain why teachers were frustrated and angry. She said the teacher evaluations based on the tests were unfair, the tests themselves are “asinine,” and her own son opted out of the tests. Cuomo himself, said Chetney, was part of the problem because he has targeted teachers and disrespects them.

Hochul assured Chetney that Governor Cuomo really cares about teachers and quality education

“It’s easy to pull out these sound bites that sound the most contentious,” Hochul said. “But I’ve sat in rooms with him, and heard his real concern for teachers and the students. And I don’t think that gets covered….

“I’m here to tell that you he has a true commitment to supporting the profession and making sure that New York state regains its position as No. 1 in the nation in education,” Hochul said.

Categories Cuomo, Andrew, New York, Opt Out, Standardized Testing, Teacher Evaluations

New Mexico: Only You Can Stop Test Mania

By dianeravitch
August 27, 2015 //
7

Representative Bill McCamley of Las Cruces, New Mexico, has advice for disgruntled parents who object to the roliferation of standardized tests.

“These feelings reached a boiling point this year. In Las Cruces, furious parents claimed schools were left open during a February snowstorm only because a standardized test was scheduled. In March, over 1,000 students statewide walked out of school in an organized protest when testing started. And many are joining groups like New Mexico Optout to express their opposition.

“While doing research for a law last year that would limit testing to 10 total days, educators across the state told me about how testing constrained their ability to teach. Test days ranged from 20-26 per year in Las Vegas to 73 days per year in Albuquerque.”

You can ask your local board to eliminate tests that are nota dates.

You can have your child opt out, after reviewing possible consequences.

You can vote and get rid of the elected officials who love testing.

“Last? Elections have consequences, so make your voice heard. Governor Martinez has made her preference for testing well known, and even though turnout last year was the lowest in 70 years, she was re-elected. Therefore, the state Education Department will continue to make them a priority. However, all state legislators are up for election in 2016 and primaries are only a few months away. There will be forums, debates, and other opportunities to meet candidates. If you care about testing, go to them. Ask candidates where they stand and what they are doing to create a saner system.

“Use those answers to help decide who you support. And vote. If you don’t, the only person to blame is in a mirror.”

Categories New Mexico, Resistance, Standardized Testing, Students

New York Commissioner Plans Information Campaign to Stop Opt Outs

By dianeravitch
August 25, 2015 //
79

New York State Commissioner MaryEllen Elia plans an informational campaign for parents with a toolkit to explain why assessment is valuable and necessary.

““As you get more people involved in the process, you have more people understanding what’s going on and why you have assessments,” she said. “There are a lot of people that don’t know what the Common Core is.”

“Educators are hoping that the toolkit includes further guidelines, including what is and what is not ethical for teachers or school administrators to say publicly about the exams, an issue that has become controversial across the state.”

Elia recently told a meeting of the Gates-funded group “Educators for Excellence” that opting out was “unreasonable” and that educators who encourage it are “unethical.”

Leaders of the opt out movement reject the claim that they are uninformed.

“Some parents, like Jessica McNair [who is also a teacher], say they already are informed about Common Core and the opt-out movement should not be dismissed as a lack of information.

“I think she has a lot to learn about the parents in New York State,” McNair said. “We’re not going to back down until we see tests that are developmentally appropriate, and tests that are decoupled from the teacher evaluations.”

Is it “ethical” to require children who can’t read to take standardized tests? Is it “ethical” to require children who are English language learners to take tests they are sure to fail?

It is time to think about the meaning of ethics. Does it mean following orders, regardless of the consequences? Or do educators have a higher duty when directed to act in ways that harm the children in their care?

Categories Common Core, New York, Opt Out, Parents, Standardized Testing

Editorial in New York: When Will Our State’s Leaders Listen to the Opt Out Movement?

By dianeravitch
August 24, 2015 //
44

The newspaper in the Lower Hudson Valley of New York (north of New York City) is called Lohud.com. Its reporters have been outstanding in covering education issues in Albany and across the state. Unlike the New York Times, Lohud’s editorialists understand why parents are opting out. Instead of scolding them, as the Times did recently, Lohud calls on state leaders to listen to them and take action to address their grievances. Last year, 5% of the state’s students opted out; this year it was 20%. The New York opt out was so huge that it has received national attention. In some schools and districts (outside of New York City), opting out is the norm, not the exception. If state officials continue to threaten parents who opt out, you can bet there will be more opt outs next spring.

This is what Lohud.com wrote:


It seems that everyone has been trying to analyze the opt-out numbers from April’s state tests in math and ELA. But there’s not much to figure out. There’s no secret code in the numbers, no conspiracy to unravel. If you’ve been following the education wars during New York and the nation’s “reform” era, the meaning of the opt-out numbers should be plain: Growing numbers of parents are not happy with our educational direction.

The big question is not what the numbers show, but what our educational leaders will say or do to satisfy parents who had their children boycott April’s tests — or may do so next April. School starts in a few weeks, and what happens over the next few months may determine the future of the opt-out movement….

Real concerns

At a time when few people come out to vote on school budgets, and many parents are simply too busy to worry about non-essential matters, such a widespread movement cannot be easily dismissed — even if one disagrees with the decision to opt out.

Why did so many parents choose to defy state and federal insistence that the annual math and ELA tests provide essential information? There is no single reason. But several prominent concerns led the way:

Too much focus on new Common Core tests is leading to a narrowing of the curriculum and “teaching to the test.”

The use of student test scores to evaluate teachers may be inaccurate and unfair — and is hurting the morale of popular, proven local teachers.

The tests themselves are poorly conceived and have not been reviewed.

Test results are released too late, during August, to be of help teachers, parents or students.

Testing requirements are unfair to students with disabilities and recent English learners.

There are other concerns, of course. But the overall issue is that growing numbers of parents seem to believe that the trifecta of tougher standards, tougher tests and tougher teacher evaluations is not the answer to improving public education.

Many advocates and commentators continue to insist that the opt-out movement was surreptitiously created and nurtured by teachers unions, sort of like Frankenstein. This is simply not the case. At least in New York, the movement was built over several years — slowly, in stops and starts — by parent groups using social media. Local teachers unions started to publicly back the opt-out idea only in the final months before April’s tests. And NYSUT, the statewide union, did not jump in until the final weeks, after it was clear that Gov. Andrew Cuomo would not allow lawmakers to topple his much-despised teacher-evaluation system.

The eval link

Speaking of teacher evaluations, school officials in the Lower Hudson Valley continue to say out loud what many lawmakers and state bureaucrats quietly know: that community-based discontent over the clumsy, ineffective evaluation system will only grow and will feed — guess what? — the opt-out movement. Bedford Schools Superintendent Jere Hochman, the new president of the Lower Hudson Council of School Superintendents (and a guy who tries to see things the state’s way) told our Editorial Board last week: “The whole system needs to be thrown out. Start over.”

The Westchester Putnam School Boards Association, in a new statement to the Education Department, condemns recent changes to the evaluation system as “disruptive to our schools, staff and students” and said the current plan “cannot and should not be salvaged.” The group also noted that the opt-out movement has exposed parental concerns about the “nexus” of high-stakes testing and evaluations.

School districts need an evaluation system that continually helps good teachers improve — leading to better classroom instruction — and identifies teachers who need help or can’t do the job. New York does not have such a system.

Class divide?

There’s been a great deal of focus on where large number of parents boycotted the tests and where the movement did not gain much traction. Analysts have emphasized low opt-out rates in both urban “poor” school systems and the state’s most affluent school districts. The state Education Department noted that most test-refusers were white and “more likely to be from a low or average need districts,” in other words, middle-class suburbanites.

But if you talk to educators and parents, there’s no mystery about why opt-out rates were higher in some places than others. In cities with high poverty rates, parents often don’t have the luxury of worrying about education policies because they are too focused on daily concerns and less connected to parent groups. Plus, in New York City, where the opt-out rate was less than 2 percent, test scores have long been tied to school admissions and student promotions. In affluent districts, meanwhile, officials and real estate agents worry that any form of public “discontent” will affect property values.

Yes, the opt-out movement has been driven by middle-class parents, conservatives and liberals, who don’t like the loss of local control over school matters.

It’s disturbing to hear some advocates suggest that parents who opt out are selfish because they are weakening a testing system that reveals the achievement gap facing poor, minority students. Everyone knows that the gap is perhaps the greatest challenge facing American schools. Figuring out how to close the gap is a more pressing question than how to better define it. We hope that the state’s new efforts to assist struggling schools will work out and provide new information on how to close the achievement gap.

Reigning in the opt-out movement will not be easy. Neither Elia nor Regents Chancellor Merryl Tisch should expect instant results. It took several years of questionable state leadership before the opt-out movement took hold and gained momentum. It will likely take several years and some major policy changes to win back the trust of parents — and the teachers whom parents trust.

Categories Education Reform, New York, Opt Out, Parents, Standardized Testing

Phi Delta Kappa Press Release on Annual Poll: Public Opposes Standardized Testing and Vouchers, Splits on Opt Outs

By dianeravitch
August 23, 2015 //
16

This is the press release about the annual PDK-Gallup public opinion poll about U.S. education. As usual, most people think highly of their local public schools but not of American education, which is not surprising in light of the well-financed corporate reform campaign to undermine confidence in American public education. Since 1983, the public has heard that our public schools are “failing, declining, broken,” yet our nation continues to lead the world by most measures of productivity and economic stability, technological innovation, scientific discovery, and economic growth.

The big takeaway in the poll is that the public is disillusioned with the emphasis on standardized testing in their local public schools. Amazingly, nearly half the public supports opting out of mandated standardized tests, which until recently was a very controversial idea. This show of support is great news for the Opt Out movement, which is likely to grow in the future.

54% don’t want their public schools to implement the Common Core standards; only 24% of the public support the Common Core standards and 25% of public school parents.

The idea of school choice (among public schools) has grown acceptable to a majority, but only 31% support vouchers (that number is in the body of the report).

A few notable findings: one, the public “strongly opposes any federal role in holding public schools accountable.” This is no doubt a response to 13 years of No Child Left Behind, along with six years of Race to the Top, both of which have produced angst and few benefits.

When you read the complete report, you will also discover that 55% of the public opposes the use of student test scores to evaluate teachers, as do 63% of public school parents.

Parents are very concerned about the underfunding of their public schools, which leads to larger classes and fewer resources for activities that should be part of schooling.

Another notable finding: “A strong majority — about eight in 10 — of the U.S. public believes the effectiveness of their local public schools should be measured by how engaged the students are with classwork and by their level of hope for the future.” This strong public sentiment against using test scores to measure the quality of public schools suggests that the public is fed up with the test-and-punish regime of the past 13 years. That’s good news. I hope candidates for public office will take note. The day may be coming when the public holds elected officials accountable for damaging their public schools and promoting privatization.

This is the press release:

PUBLIC DISLLUSIONED WITH STANDARDIZED TESTING
BUT SPLIT ON PARENTS OPTING OUT, PDK/GALLUP POLL FINDS

47th Annual Poll of Public Attitudes Toward Public Schools Shows
Strong Support for Public School Choice, But Not Private Vouchers

ARLINGTON, Va., Aug. 24, 2015 — The public believes there is too much emphasis on standardized testing in their local schools but are split almost evenly on whether parents should have the right to excuse their children from such testing, a new survey shows.

Sixty-four percent say there is “too much emphasis on testing” and 41% say parents should be able to opt their children out of standardized testing. A majority (54%) oppose having local teachers use the Common Core Standards to guide what they teach.

However, blacks and Hispanics are somewhat more likely than whites to say that results of standardized tests are very important to improve schools and to compare school quality. Blacks also are more likely than whites to say that parents should not be allowed to excuse their child from taking standardized tests.

A strong majority — about eight in 10 — of the U.S. public believes the effectiveness of their local public schools should be measured by how engaged the students are with classwork and by their level of hope for the future.

These and other findings are included in the 47th annual PDK/Gallup Poll of the Public’s Attitudes Toward the Public Schools. Conducted annually by PDK International in conjunction with Gallup, the poll is the longest-running survey of attitudes toward education and thus provides an extensive and trusted repository of data documenting how the U.S. public’s views on public education have changed over the decades.

For the first time, the 2015 poll is able to report opinions among whites, blacks and Hispanics because of the addition of a web-based poll with a larger sample of 3,499 U.S. adults.

“By expanding our poll and disaggregating by demographics, we’re now able to better understand and convey more deeply how different groups of Americans experience public education,” said Joshua P. Starr, the chief executive officer of PDK International. “National survey results and averages are important, but they’re a starting point for deeper conversation on why there are different opinions among different groups of Americans. Policymakers need to look at those differences.”

Overall, with consistency, the U.S. public believes their local schools are doing a good job though they say they are underfunded; supports charter schools but not vouchers for private schools, and strongly opposes any federal role in holding public schools accountable. While 57% of public school parents give their local schools an “A” or “B” for performance, that drops to just 19% when asked to rate public schools nationwide.

A majority — 64% — say parents should be able to choose any public school in their community for their child to attend. And if parents could choose any public school, they say their top priorities would be the quality of teachers, the curriculum, discipline and class size, not standardized test scores or successful athletic programs.

Nearly all adults nationally (84%) support mandatory vaccinations for students attending public schools.

When asked to rate the importance of knowing how students in local schools perform on standardized tests compared with students in other school districts, about one-third of blacks (31%) and Hispanics (29%) think comparisons with other districts are very important compared with 15% of whites.

When asked if public school parents should be allowed to excuse their child from taking standardized tests, 57% of blacks say parents should not be allowed to excuse their child. Among Hispanics, that margin is 45%. But among whites, 41% said “no” while 44% said “yes.”

Overall, 54% of the public opposes teachers using the Common Core State Standards to guide what they teach. However, 41% of blacks favor that approach compared with 21% of whites.

A majority of blacks — 55% — give President Obama a grade of an “A” or “B” for his support of public schools compared with 17% of whites.

“African-American children often end up in lower-performing and under-resourced schools and I think these results suggest an important segment of the black community thinks the federal government could do a better job than local and state governments in holding schools and educators accountable,” observed Starr.

Nationally, 2015 is the 10th consecutive year in which the public identified lack of financial support as the biggest problem facing local school systems. U.S. adults are consistent in saying that the most important idea for improving public schools is to improve teacher quality; in 2015, 95% considered “quality of the teachers” to be very important, putting it at the top of a list of five options.

“The 2015 survey results highlight significant issues for education leaders, communities and policymakers,” Starr concluded. “The public wants more state and local leadership on education issues; they want more effective teachers, and even if they don’t like the brand name ‘Common Core,’ they want a strong curriculum that engages students in classes that aren’t too large. The poll results make clear what the public wants; the question is whether policymakers and leaders will respond accordingly.”

Starr, the former superintendent of the Stamford, Conn., and Montgomery County, Md., school systems, became CEO of PDK International in June. He succeeded William J. Bushaw, who retired after 11 years in the post. Starr holds a doctorate in education from Harvard, a master’s degree in special education from Brooklyn College and a bachelor’s degree in English and history from the University of Wisconsin.

PDK, a global network of education professionals, has conducted an annual poll with Gallup every year since 1969. The poll serves as an opportunity for parents, educators and legislators to assess public opinion about public schools. The latest findings are based on a web survey of 3,499 U.S. adults with Internet access plus telephone interviews with a national sample of 1,001 U.S. adults. Both surveys included a sub-sample of parents and were conducted in May 2015.

Additional poll data are available at http://www.pdkpoll.org. The margin of sampling error for the phone survey is ±4.79 percentage points at the 95% confidence level; ±3.02 percentage points for the web poll; ±8.7 percentage points for the Hispanic population surveyed in the web poll, and ±7.9 percentage points for the black population surveyed in the web poll.

# # #

Categories Accountability, Opinion Polling, Standardized Testing, Vouchers

Carol Burris: Arrest Me! I’m Guilty of Encouraging Opt Outs!

By dianeravitch
August 22, 2015 //
40

Carol Burris recently retired as principal of South Side High School in Rockville Center on Long Island, Néw York. She is now executive director of the Network for Public Education. She read recently that MaryEllen Elia, the new Commissioner of Education in New York, said that she would be “shocked” if any educators encouraged parents to opt out of state testing, and she said such educators (if they existed) were “unethical.”

Burris wrote:

“Well, Ms. Elia, be shocked. I am turning myself in to your ethics squad. I absolutely encouraged the opt-out movement last year. In fact, I did so right here on the Answer Sheet. I don’t think I could have been clearer when I wrote this:

‘But there comes a time when rules must be broken — when adults, after exhausting all remedies, must be willing to break ranks and not comply. That time is now. The promise of a public school system, however imperfectly realized, is at risk of being destroyed. The future of our children is hanging from testing’s high stakes. The time to opt out is now.'”

Yes, indeed, Burris encouraged opting out, as did many other administrators, both superintendents and principals.

Burris believed it would have been unethical to stand by in silence.

She wrote:

“It would have been unethical to not speak out after watching New York’s achievement gaps grow, indicating that the tests and the standards on which they are based are not advancing the learning of the state’s most vulnerable kids.

“It would have been unethical to ignore watching the frustration of my teachers whose young children were coming home from school discouraged and sick from the stress of test prep designed to prepare them for impossible tests.

“It would have been unethical to not respond to the heartbreaking stories that I heard from friends who are elementary principals—stories of children crying, becoming sick to their stomach, and pulling out hair during the Pearson-created Common Core tests.

“And it would have been unethical to not push back against a system of teacher evaluation based on Grade 3-8 test scores that is not only demeaning and indefensible, but also incentivizes all the wrong values.

“So if there is a place called Regents Jail, I guess that is where I will have to go.”

Burris noted that Elia would have to lock up her boss, Regents’ Chancellor Merryl Tisch as well, since Tisch recently said that if she had a child with disabilities, she would “think twice” about allowing the child to take the state tests.

Who is “unethical”? The educator who complies with orders regardless of her personal and professionsl values or the educator who refuses to do what she knows is wrong?

Categories New York, Opt Out, Parents, Principals, Standardized Testing, Students

Leaders of the Opt Out Movement: There Is No Other Option!

By dianeravitch
August 22, 2015 //
63

Leonie Haimson and Jeanette Deutermann explain here why the opt out movement is right and necessary. If policymakers continue on their present path, they predict, the opt out movement will grow and spread to many other states who see the power of grassroots activism.

They do so in response to editorials in the New York Times and the Washington Post criticizing the parents who opt out of mandated testing.

The mainstream media echoes the Obama administration’s line that high-stakes testing will somehow promote equity and reduce the achievement gap, but as Haimson and Deutermann contend, thirteen years of No Child Left Behind demonstrate that this assertion is false.

Haimson and Deutermann write:

Why should parents put their children through this time-consuming, anxiety-producing and pointless exercise? When parents are repeatedly ignored by policymakers, opting out is their only option.

For months leading up to the assessments, and especially during the two weeks of testing, parents report their children show signs of anxiety, sleep problems, physical symptoms, school phobias and attention difficulties. This phenomenon has been growing among children as young as 8 years old. To add insult to injury, for the last three years the exams have become overly long and confusing, with incoherent questions like the pineapple passage on theeighth-grade exam in 2010, and the talking snake passage on thethird-grade test this year. Our youngest learners sit for up to 18 hours of state testing.

The most vulnerable children – students with disabilities and English language learners – are asked to endure exams that are so inappropriate even the state asked for waivers from the federal government, which were denied. Only 3.9 percent of English language learners and 5.7 percent of students with disabilities passed these exams. The bar should be set high for all children, but at an appropriate level for each child.

Parents have become increasingly frustrated at watching the alarming changes in their children and their education, along with the waste of precious tax dollars. More than 220,000 New York state parents chose to have their children refuse the state exams this year, in both high-performing suburban districts and struggling city schools, to express their anger. Many teachers joined parents in the fight to protect their students and the integrity of their profession. The question is, will the powers that be listen and make the necessary changes? If not, the number of opt-outs will continue to grow until parents’ voices are heard by policymakers, the tests are improved, the punitive, high-stakes exams removed, and real teaching and learning return to our classrooms.

Categories Common Core, Education Reform, Opt Out, Parents, Standardized Testing

Hechinger Report: Common Core Tests in New York Widen Achievement Gaps

By dianeravitch
August 20, 2015 //
22

Emmanuel Felton and Sarah Butrymowicz write in the Hechinger Report that students in New York have shown little progress in three years of Common Core teaching and testing. Experts warn that three years may be too short a time line to reach a judgment. Nonetheless, the widening achievement gaps are cause for concern. According to the conventional wisdom, the writers say, scores were supposed to rise as teachers and students became accustomed to the new standards. The reality is different.

Three years into the transition to harder tests, scores across the board have remained low and largely stagnant.
Thirty percent of all fifth-graders passed the English exam, for instance – while just 7 percent of special education students did. In math, 43 percent of all fifth-graders were proficient, but only a quarter of black students were….

The past three years of testing have been rough for New York. Complaints began right away in 2013 when the state switched to the new exam and continued when the scores showed proficiency rates had dropped roughly 24 percentage points in English and 34 percentage points in math. In the subsequent two years, criticism grew – over the stakes attached to the exams, the tests themselves and the standards. A robust “opt-out” movement led by disaffected parents and supported in part by teachers resulted in 20 percent of New York students not taking the exams, up from 5 percent the previous year….

And scores have not improved much in the three years. A Hechinger Report analysis found that English scores were essentially stagnant across the state and math scores went up slightly. White and Asian students, however, drove this increase, while the gulf between black and Latino students and their peers has widened.
In 2013, for example, 30 percent of fifth-graders passed the state math exam. This year, when the vast majority of those students were in seventh grade, 35 percent of seventh-graders passed the test. But while white students went from 36 to 46 percent proficiency, black students only increased from 15 to 17 percent and Hispanic students from 18 to 20 percent…

In addition to looking a lot like last year’s results, these scores also match New York’s results on the National Assessment of Educational Progress (NAEP), often called the Nation’s Report Card, which is considered the gold standard for student exams.

But the alignment with NAEP is precisely the problem. The state exams now consider “NAEP Proficient” to be a “passing mark.” This is utterly absurd. NAEP Proficient was never intended to be a passing mark, nor is it “grade level.” NAEP Proficient represents a high level of achievement. No state has seen as many as 50% of its students reach NAEP Proficient except for Massachusetts. As long as the states continue to use tests whose “cut scores” are aligned with NAEP, a majority of students will be considered “failures.” This is not sustainable. Think of the consequences of failing most students year after year.

Categories Common Core, NAEP, New York, Standardized Testing
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